Descriptive Statistics: Introduction to Statistics (8.

1)
Day:1
Subject: Math II International Baccalaureate (I.B.), Year 1
Standards:
Math
CCSS.MATH.CONTENT.HSS.ID.A.1
Represent data with plots on the real number line (dot plots, histograms, and box plots).
CCSS.MATH.CONTENT.HSS.ID.B.5
Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies
in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize
possible associations and trends in the data.
CCSS.MATH.CONTENT.HSS.IC.A.1
Understand statistics as a process for making inferences about population parameters based on a random
sample from that population.

ELD

A. Collaborative
1. Exchanging information and ideas with others through oral collaborative
discussions on a range of social and academic topics.
Corresponding CA CCSS for ELA/Literacy: CCSS.ELA-Literacy.SL.1112.1, 6
L.1112.3, 6
2. Interacting with others in written English in various communicative forms
(print, communicative technology and multimedia)
Corresponding CA CCSS for ELA/Literacy: CCSS.ELA-Literacy.W.11-12.6;
WHST.1112.6; SL.1112.2; L.1112.3, 6
3. Offering and justifying opinions, negotiating with and persuading others in
communicative exchanges.
Corresponding CA CCSS for ELA/Literacy: CCSS.ELA-Literacy. W.1112.1;
WHST.1112.1; SL.1112.1, 4, 6; L.1112.3, 6
Purpose/Rationale: The purpose of this lesson is to introduce the basic concepts
used to determine data in Statistics. Students will learn that statistics is about
organizing collections of data, then the data is analyzed to better conclude outcomes
in estimations and/or predictions.

Background Knowledge: Graphing bar charts. Determining mean, mode,

median of a data set.

*Instructional Objectives: Must be Assessment (formal/informal)

written in ABCD format observable and HOW you will assess: WHAT you
measurable will be looking for: Must align with
objective to the left
SBWAT identify different types of
data and determine what data
can be applied in a statistical
calculation. Then they will
discover that statistics can be
produced and applied to
measurable concepts.
SBWAT categorize various data
and determine if the data is
measurable. There are two types
of Quantative data: Discrete and
Continuous.
*Language Objectives: Think
about the language demands of the
lesson to determine the language
objectives. Each lesson must have at
least two academic language objectives.
The students will
SBWAT define statistical
terminology; e.g., statistics,
data, average (mean, median,
mode, normal distribution, etc.)
to differentiate between
different sets of data. SBWAT
will be able to use the terms in
complete sentences to
differentiate between different
sets of data.
Statistics will also be recognized
as numerical information that
can be interpreted in specific
ways.
SBWAT will be able to verbalize
Think Pair Share: I will have
students in their cluster groups
pair up with another student or
two and discuss what type of
statistics are used in the
everyday life.
Class Discussion: I will open up
the floor to have students share
what they recognize as statistics.
Student will share their thoughts
on the images I demonstrate
related to statistics.
Class Discussion: I will ask
students what type of data can
be measured and how it is
possible to measure different
types of data.
Assessment (formal/informal)
HOW you will assess: WHAT you
will be looking for:
Must align with objective to the left
Leveled Questioning: I will ask
students the possibility of
information to be created in
order to justify a point in the
favor of a certain individual or
group.
Thumbs Up/Down: I will have a
class participation on the
student positions on data
presented to them in class. I will.
choose students at random
about why they voted yes, no, or
neutral (sideways thumb).
Leveled Questioning: Students
how data is collected and
recorded; i.e., non-random vs.
random. Then student will
relate the differences between
non-random (1st 20 people,
alphabetically listed) and
random samples (names given
nos. and randomized) taken from
a population.
will be asked to describe what
makes a sample eligible for
classification and if the data can
be evaluated to produce fair
justifications of a conclusion or
outcome.
Class Discussion: I will open up
the floor to have students share
the difference and similarities
between sample and random
samples.

Materials and Safety Precautions (if applicable)

Laptop
Tablet for instruction
Projector
Projection Screen
Class Set of I.B. books
Class set of Calculators (Graphical Display Calculator)

Accommodations for special needs, advanced and English language

learners
1. Advanced Students: To be paired up with lower level students to provide
support on their discrepancies.
2. Vocabulary Posters on Walls
Common Core State Standards for Mathematical Practice

CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving

them.

CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.

CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning

of others.

CCSS.MATH.PRACTICE.MP4 Model with mathematics.

CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.

CCSS.MATH.PRACTICE.MP6 Attend to precision.

CCSS.MATH.PRACTICE.MP7 Look for and make use of structure.

CCSS.MATH.PRACTICE.MP8 Look for and express regularity in repeated reasoning.

Procedures:
Independent learning:
Warm-Up (2-3 Minutes)

Tell students the warm up problems.

Address the class, The warm up equations are review of the material
covered in class. Please refer back to notes as they are always
beneficial for this warm up problem.
I will go around and assist those that need it and/or get you started.
Go around and observe students during the warm up.
Prompt students on time if,
1. Majority of students are close to finishing.
2. Or majority of students are struggling to do the warm up.
Go over warm up problems. Have students prompt Teacher (me) on the
steps for solving given warm up problems.
1. Clarify students steps with correct math language
2. Identify the formula or properties (aka laws) to enforce students
are following the specific steps.
3. Correct incorrect steps and explain why it is in correct.
Find F(x).
e
1
x2 + x
Taking the derivative of
1. F(X)=( ln )
a quotient via quotient
( x) rule and there is a chain
rule application

involved when taking
the derivative of Ln.

Simplify.

Distribute out an ex
 e from the numerator.
1
2
x +x
ln

e

x Distributed in the
negative sign into
parenthesis.

( x) Hence, we are finished
by simplifying our
derivative to the best of
the students abilities.
e
1
2
x +x
ln

e

x



( x)
Basic addition of wo

positive Fractions
Review basic rule to
e add fractions by adding
1 two blank fractions then
x 2+ x equally a last blank
ln fraction where this
blank fraction serve as
2 x +3 x2 + x )
3
( place holders.

x



( x )


 e
1
2
x +x
ln

2 x 3 x 2x
3

x



( x )

Add the fractions:

13 3 1311 203 143+ 60 203 29
2. + = + = = =
20 11 2011 210 210 210 30

Activity: Think Pair Share (3-6 minutes)

Students will be brainstorming on the idea of statistics and it is a good
starting point to elaborate on the relevance of analyzing data.
What comes to your mind when you hear the word Statistics?

In your cluster groups pair up with another partner or form a triad,

and discuss about the ideas that comes to your mind when you hear
the word statistics.
I will give you two minutes. Go!
I will go around to each group to ensure each pair (triad) is on task.

Would anybody like to share what comes to your mind when you hear the
word statistics?

Wait for 5 seconds, Pick on students by name.

Write down students ideas on smartboard.

Statistics (HAVE STUDENTS COPY THIS DOWN. 1-2 MINUTE TO COPY)

 Design Experiments
Representing and analyzing information to aid understanding
Drawing conclusions from data
Estimating the present or predict the future

Pictures of Statistics: PowerPoint Slides (5-7 Minutes)

Model pictures of statistical graphs, rates, pictures, etc.
o Taken from google Images
Ask students if statistics can be interpreted as true on
the images and statistical data presented.
o Thumbs up/Down: Up=True, Down=False,
Sideways=Neutral
Examples of Stats: Class discussion/Voting by Thumbs
(5-7 Minutes)
Pictures of Statistics: PowerPoint Slides
Model pictures of statistical graphs, rates, pictures, etc.
o Taken from google Images
Ask students if statistics can be interpreted as true on
the images and statistical data presented.
o Thumbs up/Down: Up=True, Down=False,
Sideways=Neutral
Lets go through each one and determine if the
statistic can be deemed as true.
Lets analyze some statistics
o Class Participation.
o Thumbs up/Down: Up=True, Down=False,
Sideways=Neutral
Are you going to believe all statistics that are presented
to you whether it comes from news stations, radio
stations, social medias, posters, images, etc.?
How you ever know if statistics can ever be biased or
skewed in a certain direction to convince people of
certain idea or argument?
How do these statistics get acquired?
Who takes record of the data?
 Examples of Statistics
(Students do not have to copy this down)
4 out of 5 dentists recommend Dentine.
Almost 85% of lung cancers in men and 45% in women are tobacco-related.
Condoms are effective 94% of the time.
Native Americans are signicantly more likely to be hit crossing the street than are
people of other ethnicities.
People tend to be more persuasive when they look others directly in the eye and speak
loudly and quickly.
Women make 75 cents to every dollar a man makes when they work the same job.
A surprising new study shows that eating egg whites can increase one's life span.
People predict that it is very unlikely there will ever be another baseball player with a
batting average over 400.
There is an 80% chance that in a room full of 30 people that at least two people will
share the same birthday.
79.48% of all statistics are made up on the spot.
There are three kinds of lies -- lies, damned lies, and statistics.-Mark Twain

Guided Instruction:
Descriptive statistics are numbers that are used to summarize and describe data.

We have been demonstrated with pictures, numbers,

and claims of such statistics.
How do we define each set of data?
What is data??
Data is information you gather.
Data (HAVE STUDENTS COPY THIS DOWN. 2 MINUTES)
Information you gather
Qualitive Data and Quantitive Data
Data used for statistics
Qualitive Data-Categories, specific data
o hair color, eye color, religion, favorite movie, gender, and etc., No numerical
ordering.
Quantitive Data-Data that can be counted or measured.
o Quantitively discrete-exact numerical values
A house hold can have 2 or 3 children, but 2.5
o Quantitive Continuous- Data taken on a range: temperature, time,

Can data de collected from anything that can

measured?
 What about air? What about the amount of water in
the ocean?
Qualitive Data: Categories, types of data
o These are categories that have no particular order.
o What if I asked the question, who likes to travel? I
will get a number of people who likes to travel, but
how would I organize this information?
Quantitive Data: Data that can be counted or measured.

Activity: Class Analyses-Types of phones (3-4 minutes)

Give each group a different color marker
Document each students choice of phone.
If students do not have a phone, praise them about not having a phone, then tell them to
write down a small piece of a paper what phone they would like have.
o Would you get an iPhone, android, windows or something different? Please
write it down.
Catalog the students data on a table: Organize within phone brands and gender.
Create rates based on the information presented.
Discuss with students rates created and determine with the students what phone is most
popularly favored.
Predict the students (Without phones) choices using the data collected.
o Determine if predictions are true
o Take an analysis of predictions
How many phones did we predict to be true based on analysis of data?
50%, 75%? For what particular phone brand?
Discussion: (2-3 Minutes)
How should we gather information based on society?
For example, how do we determine the rate of births in this country or in a particular
state?
o By counting the births at hospitals. Count the newborns.
The information we gather can be termed as Population.
o Where this information is taken on a certain population which is Newborns that
can be taken within a duration of one year.
o Population is the group/s being studied.
Population (STUDENTS WILL COPY 1-2 MINUTES)
Includes all members of a group being studied
Sample
Subset of a population, selection of individuals from the population
Random Sample
 All individuals have an equal opportunity of selection
Sample has characteristics as the rest of the population

Taking Sample (another statistic terminology) can be seen as a specific group within the
same population.
o We can see as newborns being our population and the sample set of our newborns
are babys that are born in the month of April. Studying the entire births in one
year, we can instead study a sample of the newborns born in one year.
Can I use this class as a sample to do a social experiment at Luther Burbank High
School?
o Yes, we can use this classroom as a subset of Luther Burbank High School
depends on.
Would anybody like to try and figure out what it means to take a Random Sample?
o Let students try guessing random sample.
o A random sample is an acquired from a set where everyone has the equal
opportunity and share the same characteristics as the rest of the population.
o Back to our newborns. Out of all the babies born in one year, can I pick at
random any month of the year to study the group of babies
Yes. Everyone has an equal opportunity. Months does not matter, only
the group being studied.
Can I use this Math II Ib classroom as a sample size to justify students grades for Luther
Burbank High School?
o No, this class is a IB tracking, different from the rest of the population
How about using this classroom to use as a sample to determine what brand phone is
more popular?
o Yes.
Can I randomly choose a class at Luther Burbank High School to conduct a study on
peoples favorite shows?
o Yes.

Exit Ticket: An exit ticket is a free write and/or problem that you will individually answer
on a small sheet or not card to be turned in before you exit the door.
To ensure that you can define population, sample, and random sample, you come up on your own
a population where you will determine a particular sample from the population studied and
determine if a random sample can be taken from the population.
Example:
Population: Babies: Born in one year.
Sample: Babies born in the month of April
Random Sample: Yes, any month of the year
Homework:
Homework
Book: I.B. Diploma Programme: Mathematics Standard Level Course Companion, Oxford
University Press 2012
8A:1, 8B:1a,2,3, 8C:1,2, 8D:1-4, 8E:1,2
Reading and Short Notes
pages:255-265
One page reading notes.

Reflection: What worked?

Everything for the most part worked out greatly except for the difference in the length of time the
lessons took between my first and second periods. Working with both a mobile tablet device in
conjunction with PowerPoint slides, I had to switch between two programs with my setup
(computer and projection screen) where I successfully was able to switch between programs
without delay. With my first lecture being the introduction of statistics, I wanted to elaborate the
relevance of the subject within our society, so I incorporates visuals with statistical information
that made this first lesson more entertaining. I had to, at many times, elaborate on the importance
of information, but I had no trouble with the time to explain in my own words for students to
effectively interpret the meaning of statistics in their own way. I did something that hasnt been
done in an I.B. class in a long time which is doing in-class activities. I did an activity where I
collected data from all the students. I identified the students who did not have a phone, and I
gave them a colored notecard and gave the rest of the students a blank white notecard. I told the
ones who did not have a phone to put their name and the phone they preferred to have. For the
ones who had hones, they were to put down their name and the phone they currently have. Then, I
collected the information and organized it by make of phone and gender. I had the class look at
the data gathered and determine what type of phones the students would prefer for those who did
not have a phone. I tried my best to make an activity to include everyone.
During every first period of the day, there is always announcements in the beginning of
the period that tends to become intrusive when some announcements take a lot of time. I am
always told that even two minutes can take away a great deal of work to potentially be conveyed
and two minutes does make a difference. On my first day of teaching my unit, I noticed a great
deal of students missing. They missed a great introduction of descriptive statistics, but I was not
too worried because they would only miss out on elaborative information that would not let them
fall behind. Not all the examples I used were effective in the classroom. There were some
examples where the statistics did not make a connection with the student. I got the information
from another stats book. As for the activity, I was told that it should not be a good to do an
activity where some students are at a disadvantage; for example, where not all students cannot
afford a phone. But I wanted to do a short activity where it included everyone. I had a stopping
point before the entire lesson was completed.
 The information I conveyed was closely examined by the students. I was showing the
relevant information about general statistics; societal issues, demographics, graphs, pictures, etc.
The majority of my students were participating in the activities on determining whether or not
some statistics were true or false. The first day was mainly unpacking information as well as
recognizing important terminology such as statistics, data and analyzing. I did my best to have the
students engaged in the discussions I had created for them, which helped me to reinforce the
information presented to them. I am not quite sure if my think pair and share discussion helped
develop the thinking pattern of statistics.
Next time, I will focus on activities where it does not target personal entities of the
students; e.g., where I used phones as part of any activity and students did not necessarily have a
phone for personal reasons. I have to adjust my pace within the first two periods, so I can have
the opportunity to come to the same stopping point to eliminate the possibility of having two
different points of instruction within the two same periods. It is hard to put into thought what Ill
do differently where this lesson was not focused on computation material, but rather focuses on
terminology and meaning behind the words and definitions. This lesson will help create a
pathway to get the students in gear to prepare them for the next lesson.
Did not work? Why?
What did the students learn? How do you know? What would you do differently next time?
How will this inform the next lesson?